Lesson: Cause and Effect Cue Words
Connection (3-5 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. Yesterday, we learned that texts can be organized using cause and effect. We worked really hard to understand the difference between a cause and an effect. Today, we will use that knowledge to help us while reading an informational text.
Teach (10-12 mins): Many informational texts are organized using cause and effect as one of the main structures. Today we will read an article about cafeteria food in schools that uses cause and effect. Teacher places article on overhead (Lunch Lessons) and unveils a chart with a two columns, one labeled cause and one labeled effect. This graphic organizer will help us keep track of the cause and effects in our text as we read. Can someone remind me how we learned to define a cause? Have a student share out response. Remember that a cause is an event that makes another event (the effect) occur.
Watch me as I try this strategy. Teacher reads aloud under the heading, More Lunch Money. While reading I noticed that the writer used the word because, a common key word when using cause and effect. The sentence I noticed was, “schools serve packaged food because they cost less”. In this sentence the cause is that packaged food costs less and the effect is that schools serve packaged food. I will add that to our graphic organizer so that I can keep it straight in my mind as I continue to read.
Teacher continues to read aloud the next paragraph. In this paragraph I noticed another cause and effect relationship. The sentence I noticed stated, “schools will get more money if the bill is passed”. I know that the cause if the bill is passed because if the bill is passed then schools will get more money. Schools receiving more money depends on the bill being passed. I can add both of these events to our graphic organizer.
Now it’s your turn to try! What is another effect that will happen if the bill is passed? Turn and tell your partner. Student should talk to their partner and share out responses. You are exactly right. If the bill passes, lunches will include more fruits and vegetables. I can also add this to our cause and effect graphic organizer.
Active Engagement (15-20 mins):
Readers, you did a great job determining cause and effect. When you return to your seats today during independent reading time try to notice any cause and effect relationships you see in your “just right” book. By the end of workshop time you should have found three cause and effect relationships. Record these relationships on your own graphic organizer I will pass out now. Remember as we read we must monitor what we read to notice the text organization. Students return to their seats to complete the graphic organizer and read independently.
Exit Slip/Share (3-5 mins): At the end of workshop time I allow a few students to share out the relationships they noticed. This is a great way to monitor those students need more support with the activity. I also collect the students’ graphic organizers to grade at the end of the period. Although I do not have each student’s book in front of me, it is generally easy to determine which students need remediation with the skill based on their graphic organizers.
Reflection: This lesson is much more difficult than the previous cause and effect lesson because it requires students to find cause and effect text organization structures in their own reading. During workshop time I try to conference with as many students as possible to help them with reading strategies to ensure they are monitoring their reading. If multiple students are struggling I might have a mid-workshop interruption to complete a few examples of cause and effect relationships in sentences to refresh students’ memories from the previous lesson.
|Lunch Lessons Article||
|Cause and Effect Chart Activity||